1. Maths Update January 2015 1

2. 2017 Performance tables update
Only the reformed GCSE maths qualifications will count in the 2017 secondary school performance tables
DfE confirmed that entries to the current GCSEs in maths from 2016 or earlier will not count in performance tables in Schools may still enter pupils early for these ‘legacy’ qualifications, but pupils will need to either take the new GCSE in 2017 or progress to a higher level qualification, such as an AS qualification, for their achievements to count  
The current arrangement for recognising other academic qualifications, such as level1/level2 certificates will end with the introduction of the reformed GCSEs. Level 1/level 2 certificates in mathematics will not be included in the performance tables
Link for full infohttps:// in-future-performance-tables

3. Edexcel GCSE MATHEMATICS (9-1)3

4. New specifications Greater assessment time (4½ hours)
one hour more than currently
Three papers, 80 marks each
one more than currently
33.3% non-calculator
16.7% less than currently (but still 1½ hours’ worth)
240 marks in all
40 more than currently
Fewer formulae available in examinations
quite a lot fewer than currently!

5. Assessment structure Paper 1 33.3% Paper 2 Paper 3 Non-calculator
80 marks
1 hr 30 mins
All papers may assess any content domains and all assessment objectives in roughly same proportions across all three papers
Foundation tier
Grades 1-5
Standard & underlined content
Half marks on each paper targeting grades 1-3 (lower part) and other half at 3 (upper part) - 5
Higher tier
Grades 4-9 (allowable grade 3)
Standard, underlined and bold content
Half marks on each paper targeting grades 4-6 and other half at 7-9

6. New grading scale (9-1) 9 is the highest, for the top 3% or so
“For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers.”
1 is the lowest, anchored to grade G
“The bottom of grade 1 will be aligned with the bottom of grade G.”
7 will be anchored to grade A
“Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.”
4 will be anchored to grade C
“Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.”
5 will be set between C and B
“Grade 5 will be positioned in the top third of the marks for a current Grade C and bottom third of the marks for a current Grade B.” 

7. Grade descriptors Grade 8
To achieve grade 8, candidates will be able to:
perform procedures accurately
interpret and communicate complex information accurately
make deductions and inferences and draw conclusions
construct substantial chains of reasoning, including convincing arguments and formal proofs
generate efficient strategies to solve complex mathematical and non- mathematical problems by translating them into a series of mathematical processes
make and use connections, which may not be immediately obvious, between different parts of mathematics
interpret results in the context of the given problem
critically evaluate methods, arguments, results and the assumptions made

8. Grade Descriptors Grade 5
To achieve grade 5, candidates will be able to:
perform routine single- and multi-step procedures effectively by recalling, applying and interpreting notation, terminology, facts, definitions and formulae
interpret and communicate information effectively
make deductions, inferences and draw conclusions
construct chains of reasoning, including arguments
generate strategies to solve mathematical and non-mathematical problems by translating them into mathematical processes, realising connections between different parts of mathematics
interpret results in the context of the given problem
evaluate methods and results

9. Grade Descriptors Grade 2
To achieve grade 2, candidates will be able to:
recall and use notation, terminology, facts and definitions; perform routine procedures, including some multi-step procedures
interpret and communicate basic information; make deductions and use reasoning to obtain results
solve problems by translating simple mathematical and non-mathematical problems into mathematical processes
provide basic evaluation of methods or results
interpret results in the context of the given problem
Full document found at:
graded-9-to-1/grade-descriptors-for-gcses-graded-9-to-1-mathematics

10. Changes to assessment: grading
Foundation Tier Foundation papers now start at, and reach, a higher level. The marks on current Foundation papers are allocated like this: In the new Foundation papers marks will be allocated like this:
50%
25%
Targeted at F/G
Targeted at E
Targeted at D/C
Bottom two thirds of C marks
Bottom of 1 aligned with bottom of G
Top third of C marks/bottom third of B marks
50%
lower 3
Upper
Approximately equivalent to:
G/F E D
D C C/B

11. Changes to assessment: grading
Higher Tier Higher papers now start at a higher level than the current GCSE, which starts at a grade D. The new higher tier will cover 6 grades instead of 5, allowing for more differentiation at the top end of the grades. Previously 25% of questions were targeted at A/A*, but now 50% of questions in each paper are targeted at the equivalent grades 7-9. In the new Higher papers marks will be allocated like this:
Bottom two thirds of C marks
Top two thirds of B marks
50%
Approximately equivalent to:
Approximately equivalent to:
C C/B B
A A/A* A/A*
Top third of C marks/bottom third of B marks
Top 20% of A/A* marks

12. New assessment objectives
AO1: Use and apply standard techniques (50% Foundation, 40% Higher)
AO2: Reason, interpret and communicate mathematically (25% Foundation, 30% Higher)
AO3: Solve problems within mathematics and other context (25% Foundation, 30% Higher)
More emphasis on problem-solving, communication, proof, interpretation
QWC and Functional Maths no longer explicitly required

13. New assessment objectives: AO1
Strands and Elements (pages 26-27)

14. New assessment objectives: AO2

15. New assessment objectives: AO3

16. Problem Solving
"Intelligence is what you use when you don't know what to do."
Jean Piaget
Problem solving is knowing what to do when you don’t know what to do

17. A problem to start you off
Anyone want to mention Maths in the far east? Shanghai and the like? 17

18. Foundation paper 1F (non-calculator)

19. Problem solving frame Question Information given Other information
Problem solving frame
Question
Information given
Other information
What can I work out?
Working
What information do I need?
What do I have to find?
Answer

20. Problem solving frame 1F 11 Question Information given
Problem solving frame
Question
1F 11
Information given
Other information
2 identical squares
triangle is 1/4
strip is 1/5
What can I work out?
Working
What information do I need?
What do I have to find?
Answer

21. Problem solving frame 1F 11 Question Information given
Problem solving frame
Question
1F 11
Information given
Other information
2 identical squares
squares joined to make a rectangle
triangle is 1/4
1 triangle shaded
strip is 1/5
2 strips shaded
What can I work out?
Working
What information do I need?
What do I have to find?
Answer

22. Problem solving frame 1F 11 Question Information given
Problem solving frame
Question
1F 11
Information given
Other information
2 identical squares
squares joined to make a rectangle
triangle is 1/4
1 triangle shaded
strip is 1/5
2 strips shaded
What can I work out?
Add 1/4 + 1/5
fractions of the rectangle
Working
What information do I need?
What do I have to find?
Answer

23. Problem solving frame Question 1F 11 Information given
Problem solving frame
Question
1F 11
Information given
Other information
2 identical squares
squares joined to make a rectangle
triangle is 1/4
1 triangle shaded
strip is 1/5
2 strips shaded
What can I work out?
Add 1/4 + 1/5
fractions of the rectangle
Working
What information do I need?
What do I have to find?
What fraction is shaded
Answer

24. Problem solving frame Question 1F 11 Information given
Problem solving frame
Question
1F 11
Information given
Other information
2 identical squares
squares joined to make a rectangle
triangle is 1/4
1 triangle shaded
strip is 1/5
2 strips shaded
What can I work out?
Add 1/4 + 1/5
fractions of the rectangle
Working
What information do I need?
add 2 strips and 1 triangle
What do I have to find?
What fraction is shaded
Answer

25. Problem solving frame Question 1F 11 Information given
Problem solving frame
Question
1F 11
Information given
Other information
2 identical squares
squares joined to make a rectangle
triangle is 1/4
1 triangle shaded
strip is 1/5
2 strips shaded
What can I work out?
Add 1/4 + 1/5
fractions of the rectangle
Working
triangle = 1/8
strip = 1/10
add 2 strips and 1 triangle
1/8 + 2/10 - need lcm of 8 and , 20, 30, 40
1/8 = 5/40
2/10 = 8/40
5/40 + 8/40 = 13/40
What information do I need?
What do I have to find?
What fraction is shaded
Answer

26. Problem solving frame Question 1F 11 Information given
Problem solving frame
Question
1F 11
Information given
Other information
2 identical squares
squares joined to make a rectangle
triangle is 1/4
1 triangle shaded
strip is 1/5
2 strips shaded
What can I work out?
Add 1/4 + 1/5
fractions of the rectangle
Working
triangle = 1/8
strip = 1/10
add 2 strips and 1 triangle
1/8 + 2/10 - need lcm of 8 and , 20, 30, 40
1/8 = 5/40
2/10 = 8/40
5/40 + 8/40 = 13/40
What information do I need?
What do I have to find?
What fraction is shaded
Answer
13/40

27. Supporting you
Extensive support for understanding the changes and the new standard
Content and SAMs exemplification
Exemplar student responses to new style questions
Extensive support for your Year 9s
KS3/GCSE Transition scheme of work
Three-year scheme of work
Classroom resources
GCSE baseline tests
End of term tests
Training
Look to the website and s so you know what’s available, what’s coming.

28. Supporting you GCSE Mathematics from September 2015
Designing your curriculum
Content mapping documents (available now)
Getting started guide
Two-year scheme of work
One-year scheme of work for post-16
Teaching & learning
Formulae posters
Classroom resources by teachers, for teachers
Teacher videos
Look to the website and s so you know what’s available, what’s coming. 28

29. Supporting you GCSE Mathematics from September 2015
Tracking student progress:
End of term tests and GCSE baseline tests
Extra Assessment Materials
Unseen mock papers and mark schemes (with training)
ResultsPlus tagged to subjects content and new AOs
ExamWizard
Local and collaborative support
Launch events
Collaborative networks
Getting Ready to Teach events
Look to the website and s so you know what’s available, what’s coming. 29

30. Other qualifications International GCSE Mathematics
Level 1 / Level 2 Certificate in Mathematics
GCSE Statistics
Edexcel Awards
Number and Measure (Levels 1 and 2)
Algebra (Levels 2 and 3)
Statistical Methods (Levels 1, 2 and 3)
Entry Level Certificate
A round up on other qualifications – questions are bound to be asked about some.
IGCSE and Certificate – no changes planned, though the grading may be brought into line with the new GCSE (i.e. 9-1). Certificate won’t count in league tables from Summer 2017 onwards; IGCSE don’t count now. It might open up Certs to be used for mock exams or early entry as a result.
GCSE Statistics – DfE are saying it won’t count in Progress 8 if maths is included (which surely it must be, unless schools are taking IGCSE). Perhaps don’t enter into this unless you have to.
Promote Awards as a way to give students diagnostic tests in Years 9 or 10, perhaps. They have no bearing on league tables though don’t have points either. Still issues on funding for FE.
Entry Level Certificate will continue; might have to be changed to match up with new GCSE but no plans to tell you of yet.

31. GCE Mathematics update

32. GCE for teaching starting in 2016 (first examinations in Summer 2018) – what’s happening?
In July 2014 Alcab (Advanced Level Content Advisory Board) released their report. Their recommendations are with the appropriate authorities and we wait to hear what happens next.
  mathematics-and-further-mathematics-july-2014.pdf
Alcab report recommends
Two-year linear courses
100% core, for Mathematics including mechanics and statistics
50% pure core for Further Mathematics
Redeveloped Decision Mathematics only in Further Mathematics
More problem solving assessments and application of techniques
The latest on GCE developments.

33. Pearson Edexcel Level 3 Certificate in Mathematics in Context

34. The new Pearson Edexcel  Mathematics in Context specification and specimen assessment materials are now available on the Edexcel website page
This specification has been accredited by Ofqual for first teaching in Autumn and first award in September.

35. Core Maths qualifications
designed for students who achieve an A* to C in GCSE Mathematics, who choose not to continue with AS-level or A-level Mathematics;  
measured as a Level 3 qualification, accredited by Ofqual*, equivalent in size to an AS qualification;  
support student progression by preparing learners for the mathematics requirements of a number of higher education courses;  
develop students’ understanding and ability to apply mathematics, and become equipped to apply for employment or higher apprenticeships in a wide range of industry sectors, professional training or university;  

36. Core Maths qualifications
count as the mathematics element of the new Technical Baccalaureate, introduced from September 2014 and the Level 3 Mathematics Attainment Measure;  
are distinct from GCE AS Level Mathematics as learners consolidate mathematical techniques that can be directly applied to real life contexts;  
reflect the content of the new 2015 GCSE Mathematics;  
be available to the Early Teaching Project centres from Autumn 2014, and for first teaching from September 2015 (first assessment Summer 2017).

37. Mathematics in Context Structure/Assessment
Content from higher tier 2015 GCSE with 20% content beyond GCSE.
Four content areas covered:
Applications of statistics
Probability
Linear programming
Sequences and growth
Linear assessment. Externally assessed (first assessment 2016)
Availability: May/June
Two papers:
Paper 1: Comprehension (1hr 40mins)
Paper 2: Applications (1hr 40mins)
Graded A-E

38. Paper 1: Comprehension 40% of the total qualification
This paper will examine the following content areas:
Applications of statistics , Probability, Linear programming, Sequences and growth.
Overview of assessment
Written examination paper with two sections, A and B, and a source booklet.
The source booklet will detail two real-life contexts. These contexts will be assessed in the written paper, which requires students to comprehend, interpret and analyse the content in order to answer the questions. One context will be assessed in Section A and the other context will be assessed in Section B. Students will need to refer to the source booklet when answering the questions.
The source booklet will be available for centres to download from our website ( five working days before the examination. A ‘clean’ copy will be provided in the examination. Students must not bring their copy into the examination. 
Calculator is allowed.
Assessment duration is 1 hour and 40 minutes. The paper consists of 60 marks.
A formulae sheet is given at the front of each examination paper and in Appendix 3 of the speification.

39. Paper 2 Applications 60% of the total qualification
This paper will examine the following content areas: Applications of statistics , Probability, Linear programming, Sequences and growth.
Overview of assessment
Written examination paper with two sections, A and B, and a source booklet.
The source booklet will detail The source booklet will detail one themed task in Section A – this will be the same as one of the contexts provided in Paper 1. Students will need to refer to the source booklet when answering the question. Section B will contain three tasks, each of which has a separate theme. The four themes will be assessed in the written paper, which requires student to apply their problem-solving skills in order to answer the questions
Paper 1 acts as pre-release for Paper 2 section A
Calculator is allowed.
Assessment is 1 hour and 40 minutes. The paper consists of 80 marks.
A formulae sheet is given at the front of each examination paper and in Appendix 3 of the specification.